Title : NSF 96-61 Instructional Materials Development Program Type : Report NSF Org: EHR / ESIE Date : April 1, 1996 File : nsf9661 ______________________________________________________________________ Instructional Materials Development Program TECHNOLOGY EDUCATION INSTRUCTIONAL MATERIALS Elementary - High School February 1996 Division of Elementary, Secondary and Informal Science Education Directorate for Education and Human Resources NATIONAL SCIENCE FOUNDATION ________________________________________________________________________________ CONTENTS INTRODUCTION i ELEMENTARY Science for Life and Living: Integrating Science, Technology and Health 1 Technology Education Consortium Project 1 Project UPDATE (Upgrading Practice through Design and Technology/Engineering Education) 2 Insights 2 Science and Technology for Children 3 MIDDLE SCHOOL Science & Technology: Investigating Human Dimensions 4 Doable Engineering Science Investigations Geared for Non Science Students (DESIGNS) 4 Integrated Mathematics, Science, and Technology (IMAST I & II) 5 Middle School Mathematics Through Applications Project (I & II) 6 A World in Motion II: The Design Experience, Challenge II 7 Professional LINKS Project 7 Chemical Education for Public Understanding Project 8 PRIME Science 8 Integrating Middle School Technology Education Activities With Science and Math Education 9 HIGH SCHOOL ACTIVE PHYSICS... 10 Engineered Environment Laboratory Curriculum 10 Applications/Reform in Secondary Education (ARISE) 11 Development of an Effective Decision-Skills Curriculum for Secondary School Students 11 Priming the Pump: Connected Geometry 12 HIGH SCHOOL, continued High School Mathematics Courseware: Utilizing Real-World Problem-Solving to Teach Mathematics 12 West Hawaii Explorations Academy: A Center for Integrative Secondary Curriculum Development 13 Manufacturing Technology Learning Modules: Integrating Mathematics and Technology Education Curriculum 14 Materials World Modules 14 Technology for Science (I & II) 15 Professional LINKS Project 16 Agriculture-Based Secondary Mathematics Project 16 INTRODUCTION This guide describes instructional materials that integrate technology education with mathematics and/or science. Technology education refers to K-12 school programs designed to teach understanding and competence in technology and in assessing the appropriateness of technological actions. Technology is the field of study that applies knowledge, resources, materials, tools and information to the design, production and use of products, structures and systems. Technology extends the capability of humans to modify and control their environment. One of the major goals of the National Science Foundation (NSF) is to contribute to the preparation of a well-educated, technologically literate workforce that can meet the challenges of the 21st century and beyond. One strategy adopted by the NSF to meet this goal is to support science, mathematics, engineering and technology education programs. Support of educational programs in these areas not only increases the general scientific and technological literacy of the citizenry, but it also contributes to the preparation of technologically literate citizens and youth able to consider a wide range of careers in the high performance workplace as scientists, mathematicians, engineers, engineering technologists, and technicians. The Division of Elementary, Secondary and Informal Education (ESIE) in the Directorate for Education and Human Resources supports the development of technology education materials through its Instructional Materials Development (IMD) program. The program supports projects that integrate technology education, science, and mathematics at the elementary, middle and secondary levels. The IMD program staff have prepared this guide for educators across the nation to use as a resource for technology education instructional materials. Many of the projects in the publication have been completed and are available for classroom use, others are near completion, and some have just recently started. The program staff of IMD hope that this publication is used to explore the variety of options and resources available for teaching technology education to students in grades K-12. For further information please contact: Instructional Materials Development Program National Science Foundation, Room 885 4201 Wilson Boulevard Arlington, VA 22230 703/306-1620 Program Officers: John Bradley Alverna Champion Rodney Custer Janice Earle James Ellis M. Patricia Morse Gerhard Salinger *************************************************************************** Elementary School Technology Education Instructional Materials *************************************************************************** Science for Life and Living: Integrating Science, Technology and Health Developer: Catherine Monson Biological Sciences Curriculum Study (BSCS) 830 North Tejon, Suite 405 Colorado Springs, CO 80903 (719) 578-1136 Publisher/Distributor: Kendall/Hunt Publishing Co. 4050 Westmark Dr. P.O. Box 1840 Dubuque IA 52004 (800) 228-0810 Date Available: in print This program is designed to educate children (grades K-6) about science, technology and health. At each grade level, one major concept and one major skill are used to integrate the three areas. Students learn science and technology content and process skills as well as social skills, problem solving, and decision making. The program features the following units: Grade K -- Awareness of Movement -- Awareness of Technology Grade 1 -- Order and Organization Grade 2 -- Change and Measurement Grade 3 -- Patterns and Prediction Grade 4 -- Systems and Analysis Grade 5 -- Energy and Investigation Grade 6 -- Balance and Decisions The program includes teachers' guides, student text, and hands-on materials kits for each grade level as well as an implementation guide for school district administrators. Supplementary activities are available that integrate reading, language arts, and mathematics. **** Technology Education Consortium Project Developer: Lou Colby Walter Buster Cotati-Rohnert Park School District 111 McInnis Parkway San Rapael, CA 94903 (415) 507-5668 Publisher/Distributor: None Date Available: 1997 est. The Cotati-Rohnert Park Unified School District (CRPUSD), in partnership with the Autodesk Foundation, Hewlett Packard Corporation, Sonoma State University and Santa Rosa Junior College, is implementing project-based learning in elementary schools. Most of the student learning is to be done in project-based activities. The design brief is used to engage students in applying their learning to real world situations of interest to them. Portfolios are used to assess student learning, evaluate teacher professional development and to document the progress in the project. Teacher professional development includes adapting existing materials to the design brief format; implementing thematic projects, based on design, in the classroom; assessing student progress; and assisting other teachers in implementing project-based learning. **** Project UPDATE (Upgrading Practice through Design and Technology/Engineering Education) Developer: Ronald Todd Trenton State College School of Technology 103 Armstrong Hall Trenton, NJ 08650 (609) 771-3333 Publisher/Distributor: TIES Magazine Trenton State College 103 Armstrong Hall Trenton NJ 08650 (609) 771-3333 Date Available: 1996 est. This project develops twelve K-8 curriculum packages for teaching integrative mathematics, science, and technology. The materials focus on design, technology, and problem-solving approaches. They can also be used as models for innovative instruction and further curriculum development efforts of teachers and professionals from science, mathematics, engineering, design, and technology. A teacher-enhancement program is initiated regionally through participating teacher-training institutions. National dissemination of the models and materials is accomplished primarily through TIES Magazine¾a free periodical published by Trenton State College for teachers. The curriculum materials support a national commitment to improve education in mathematics, science, and technology by reconstructing what professionals have learned as they continue to put their knowledge to work. **** INSIGHTS Developer: Karen Worth Judith Sandler Education Development Center (EDC), Inc. 55 Chapel Street Newton, MA 02101 (617) 969-7100 Publisher/Distributor: Education Development Center (EDC), Inc. 55 Chapel Street Newton, MA 02101 (617) 969-7100 Date Available: in print INSIGHTS is a hands-on, inquiry-based science curriculum for grades K-6. INSIGHTS curriculum materials are designed to develop children's understanding of scientific concepts, to improve creative and critical thinking skills, to encourage problem solving through experiences in the natural environment, and to develop positive attitudes about science. The curriculum consists of 17 modules that integrate topics from the life, earth and physical sciences. The program features the following unit areas for grades K-6: K/1 Myself and Others; Balls and Ramps; Living Things; 2/3 Growing Things; Habitats; Sound; Liquids; Lifting Heavy Things; 4/5 Bones and Skeletons; Reading the Environment; Circuits and Pathways; The Mysterious Powder; Changes of State; 6 Human Body Systems; There is No Away; and Structures. INSIGHTS modules are 6-8 weeks long, and include a comprehensive Teacher's Guide and a set of materials. **** Science and Technology for Children Developer: Douglas Lapp National Science Resources Center Smithsonian Institution and National Academy of Sciences Arts and Industries Building, Room 1201 Washington, DC 20560 (202) 367-4892 Publisher/Distributor: Carolina Biological Supply Company 2700 York Road Burlington NC 27215 1(800) 227-1150 Date Available: in print The Science and Technology for Children (STC) program consists of twenty-four 8-week curriculum units (four at each grade level, 1-6) that actively involve children in hands-on, inquiry-centered investigations of scientific phenomena. Using discovery, reflection, and applications, the STC units provide children with the opportunity to learn developmentally appropriate concepts central to the life, earth, and physical sciences, and technology. Simultaneously, children develop critical thinking and problem-solving skills. STC units provide teachers with a variety of strategies with which to assess student learning as well as opportunities to link the teaching of science with other areas of elementary school curriculum, including mathematics, language arts and social studies. In addition, the STC units encourage the use of cooperative learning to help students to work effectively as a team. The following units are available: Balancing and Weighing Ecosystems Floating and Sinking Food Chemistry Magnifiers and Microscopes Measuring Time Organisms Soils Rocks and Minerals Each unit includes a Student Activity Book, a Teacher Guide and, in some cases, a Student Notebook. *************************************************************************** Middle School Technology Education Instructional Materials *************************************************************************** Science & Technology: Investigating Human Dimensions Developer: Rodger Bybee Janet Carlson Powell Biological Sciences Curriculum Study (BSCS) 830 North Tejon, Suite 405 Colorado Springs, CO 80903 (719) 578-1136 Publisher/Distributor: Kendall/Hunt Publishing Co. 4050 Westmark Dr. P.O. Box 1840 Dubuque IA 52004 (800) 228-0810 Date Available: in print This three year, activity-based program is available for students in grades 5-9. The program continues the BSCS's K-6 materials and focuses on the specific developmental needs of the early adolescent. It also encourages the participation of female, minority and disabled students; emphasizes reasoning and critical thinking; illustrates careers; and the theme of science, technology and society. Students explore science and technology ideas by doing investigations and reading about how science and technology relates to their lives. Student Books and Teachers' Guides accompany the following units: Unit I/ level A -- Patterns of Change Unit II/ Level B -- Limits and Diversity Unit III/ Level C -- Equilibrium **** Doable Engineering Science Investigations Geared for Non-Science Students (DESIGNS) Developer: Philip Sadler Harvard University Science Education Department, MS 71 60 Garden Street Cambridge, MA 02138 (617) 496-4709 Publisher/Distributor: Please Contact Developer Date Available: 1997 est. This project develops six modules based on engineering projects for middle school students. These materials aim at inclusion in introductory physical science courses, but may also be used for general science and after-school or other informal teaching situations. The modules cover topics that include: mechanics, electricity, and chemistry. A team of experienced middle school physical science and technology education teachers, research engineers, and scientists produce effective, up-to-date, activity-based, middle school physical science materials dealing with "designing to constraints." The materials are evaluated to determine their effect on students' involvement and interest in pursuing technical careers as well as changes in their conceptual understanding and science process skills. A particular focus of the evaluation is the impact of the project strategies on urban underrepresented minorities and girls, many of whom have little experience with, or show fear of, mechanical devices. **** Integrated Mathematics, Science, and Technology (IMAST I) Developer: Franzie Loepp Robert Fisher Illinois State University, The Center for Mathematics, Science, and Technology Julian Hall 210W Normal, IL 61761 (309) 438-3089 Publisher/Distributor: Glencoe/McGraw-Hill/MacMillan 936 Eastwind Dr. Westerville OH 43081 (800) 848-1567 Date Available: 1996 est. The Center for Mathematics, Science, and Technology (CeMast) develops integrated materials for 7th-grade students centered around the topics of biotechnology, manufacturing, and forecasting. The program requires 120 minutes per day for the year, but students may be in separate classes. Each unit includes objectives, experiential learning, appropriate use of multimedia, appropriate technology, and evaluation instruments. Attention is given to preparing materials that motivate all students¾especially those from groups underrepresented in technological careers¾to learn basic mathematics, science, and technology concepts by involving them in enriched learning experiences relevant to their daily lives. The materials are developed with teachers, piloted, revised and tested. Implementation materials are developed so that systemic changes can be made and the materials taught with minimal teacher development. Student performance data are examined to determine increases in achievement in mathematics, science and technology. **** Integrated Mathematics, Science, and Technology (IMAST II) Developer: Franzie Loepp Robert Fisher Illinois State University, The Center for Mathematics, Science, and Technology Julian Hall 210W Normal, IL 61761 (309) 438-3089 Publisher/Distributor: Glencoe/McGraw-Hill/MacMillan 936 Eastwind Dr. Westerville OH 43081 (800) 848-1567 Date Available: 1999 est. IMAST II is a year long 8th-grade course that reflects the strong interactions between mathematics, science and technology. Like the 7th-grade model on which it is built, it requires 120 minutes per day for the year; but students may be in separate classes. The coordinated content focuses on environmental science including biological, physical and earth science; algebra and geometry; and communication, construction and transportation technologies. The instruction is constructivist, activity-based, and uses the learning cycle. It emphasizes problem-solving, using real world situations and applications and exhibits the connections among disciplines and between local and global concerns. The materials are developed through the collaboration of master teachers, curriculum specialists and consultants from industry and education. The modules include student and teacher editions, an implementation guide for administrators, and results of ethnographic studies and evaluation data for the program. **** Middle School Mathematics Through Applications Project I Developer: Shelley Goldman Institute for Research on Learning (IRL) 66 Willow Street Menlo Park, CA 94025 (415) 615-7900 Publisher/Distributor: Please Contact Developer Date Available: 1996 est. The goal of this project (Middle School Mathematics through Applications Project I) is to increase the mathematics achievement levels of children by creating a new model of mathematics teaching and learning that will bring an "applications approach" to work in middle school mathematics classrooms. The objective of the project is to contribute to current large-scale efforts in reforming mathematics education by examining how mathematics is connected to solving real-life design problems, how certain kinds of classroom activities help students build stronger foundations for thinking and acting mathematically, and how these kinds of shaping activities can open access for more female, minority, and economically disadvantaged students to enter and successfully complete the high school mathematics sequence through calculus. This project has three main components: (1) new materials and activity structures for learning mathematics in which students use simulations adapted from real work; (2) new teaching and assessment practices that use these materials, emphasizing teachers interacting with students in collaborative working groups and helping students to identify, analyze, and reflect upon the mathematical concepts and skills, thus grounding their problems and their solutions; and (3) new ways for teachers, professionals, and educational researchers to work together. The project is a collaboration between 20 Bay-area mathematics teachers, IRL, Stanford University, and professionals in the area. **** Middle School Mathematics Through Applications Project II Developer: Shelley Goldman James Greeno Raymond McDermott Institute for Research on Learning (IRL) 66 Willow Street Menlo Park, CA 94025 (415) 615-7900 Publisher/Distributor: Please Contact Developer Date Available: 1997 est. This project, Middle School Mathematics through Applications Project II (MMAP II), builds on and is a continuation of the original MMAP. This project will result in a comprehensive, three-year mathematics program for grades 6-8. The goals of MMAP II include: (1) developing materials to create a complete mathematics program that serves all 6th through 8th graders regardless of prior skills or ability levels; (2) providing resources, materials, and guidance to mathematics educators to help them assemble MMAP materials into a coherent, customized, and affordable curriculum to meet local needs; (3) creating and compiling guidelines and activities to help teachers identify and systematically evaluate mathematical competencies and mathematics embedded in students' work; and (4) galvanizing a community of mathematics educators, researchers, and mathematics-using professionals to collaborate in identifying the needs and means necessary for developing additional MMAP materials. These goals are achieved by using an interactive, cyclical research and development process created and piloted in the previous project. This project creates innovative software and investigations to simulate real world problems that rely on mathematical concepts and skills to solve. **** World in Motion II: The Design Experience, Challenge II Developer: John Boynton Society of Automotive Engineers, Inc. 400 Commonwealth Drive Warrendale, PA 15086 (412) 776-4841 Publisher/Distributor: Society of Automotive Engineers, Inc. 400 Commonwealth Drive Warrendale PA 15086 (412) 776-4841 Date Available: Feb/March 1996 The engineering design experience ¾designing, constructing, testing and evaluating, and communicating¾is incorporated in three 6-8-week units for middle school students. Each unit is based on a "technological challenge" that requires students to work as a design team to build and present their solutions to the challenge. The design challenges include development of a toy, a vehicle, and an amusement park ride at 6th, 7th, and 8th grades, respectively. The materials engage students in authentic engineering challenges that become the context for learning mathematics, science, technology education, social sciences, language arts concepts, and skills appropriate to middle school students. The students, teachers, and community members form learning teams in which students assume various engineering and marketing roles. The products include print materials, hands-on kits, and videos and videodisk reference materials, complemented by software tools. **** Professional LINKS Project Developer: Keith Finkral Ronald Todd Trenton State College, School of Technology 103 Armstrong Hall Trenton, NJ 08650 (609) 771-3333 Publisher/Distributor: TIES Magazine Trenton State College 103 Armstrong Hall Trenton NJ 08650 (609) 771-3333 Date Available: 1998 est. Instructional materials that integrate mathematics, science, and technology education are greatly needed. This project produces several instructional packages for secondary school students; the packages are consistent with the standards from each of the disciplines. They are developed in a collaborative effort among teachers, subject specialists, and practitioners from science and industry. Local and national support is available to help teachers and groups of teachers use the materials. The products include the units, teacher guides for use of the materials, and support via electronic means. Themes to be engaged include science and technology of sports, biotechnology, music, and fire-prevention and control systems. **** Chemical Education for Public Understanding Project Developer: Herbert Thier University of California, Berkeley Lawrence Hall of Science SEPUP/ CHEM Berkeley, CA 94720 (510) 642-8718 Publisher/Distributor: LAB AIDS, Inc. Sargent Welch 1(800) 727-4368 Date Available: in print The Chemical Education for Public Understanding Project (CEPUP) develops interdisciplinary materials for use at the middle/junior high school level to introduce students to chemicals and their importance in their lives. CEPUP materials highlight areas of direct societal concern associated with science and technology. Students are given chemistry based activities and experiments that focus on the environment, biotechnologies, industrial processes, agricultural practices, alternative energy sources and health science. The activities utilize inquiry-based problem solving approaches to learning with emphasizes on decision making. The following units are available: Toxic Waste: A Teaching Simulation Risk Comparison Plastics in Our Lives Investigating Groundwater: The Fruitvale Story Investigating Chemical Processes: Your Island Factory Determining Threshold Limits Chemical Survey & Solutions and Pollution The teacher's manual and student activities are included in one book accompanied by student sheets. The units are distributed by Lab-Aids in the form of modular kits containing equipment and supplies produced by Lab-Aids. **** PRIME Science Developer: Richard Saykally Penny Moore University of California, Berkeley College of Chemistry Berkeley, CA 94720 (510) 643-9475 Publisher/Distributor: Kendall/Hunt Publishing Co. 4050 Westmark Dr. P.O. Box 1840 Dubuque IA 52004 (800) 228-0810 Date Available: 1997 est. PRIME Science provides an American adaptation of Salter's Science Program¾a well-tested British multidisciplinary science program for middle grades. The science is balanced¾not integrated¾between life, earth, and physical sciences, developing conceptual understanding and integrating mathematics, technology, and decision making. The science is rigorous, interesting, and useful to the student. Among the major integrative themes that provide structure for grades 6 through 10 are the earth in space and properties of matter. Each unit begins with an application. The teachers' guides are directed at first-year teachers who are not teaching in their major disciplines. The guides cover the following areas: student preconceptions, safety, background, ways of introducing the content, and assessment items. The visually stimulating, attractively designed student supplements for each of the 40 units contain the application, a summary of what students should know, what they need to learn, and the activities they can do. The materials are tested and rewritten by teachers and science educators at several sites throughout the United States. Professors at the University of California, Berkeley, review the materials for content accuracy. The British developers are also part of the design team. **** Integrating Middle School Technology Education Activities with Science and Mathematics Education Developer: Mark Sanders James LaPorte Virginia Polytechnic Institute and State University 144 Smyth Hall Blacksburg, VA 24061 (703) 231-8173 Publisher/Distributor: Glencoe/McGraw-Hill ISBN: 0-02-636947-8 936 Eastwind Dr. Westerville OH 43081 (800) 848-1567 Date Available: in print Seventeen activities that encourage middle school students to learn the concepts of science and mathematics by motivating them with real-world situations of interest to them are developed. The activities use design-under-constraint and hands-on technology (in contrast to hands-on science) to motivate the learning of science and mathematics. The goals are: to increase the ability of students to apply concepts of science and mathematics to real-world situations; to strengthen communications among science, mathematics, and technology teachers; and to explore the role and effectiveness of technology-based activities. Teams of teachers produced materials under the guidance of the principal investigators and science and mathematics educators. ************************************************************************ High School Technology Education Instructional Materials ************************************************************************ Active Physics Developer: Bernard Khoury American Association of Physics Teachers 1 Physics Ellipse College Park, MD 20740 (301) 209-3300 Publisher/Distributor: The Learning Team, Inc. 10 Long Pond Road Armonk, NY 10504-0217 (914) 273-2226 Date Available: 1996 est. The American Association of Physics Teachers and the American Institute of Physics are developing an innovative, year-long physics course suitable for students in grades 9-12. The course consists of six thematic units -- recreation, transportation, communications and information, health and medicine, home and forecasting¾that revisit a few important fundamental physics concepts in a spiral approach, applying them to new, real-world contexts. The course is consistent with the American Association for the Advancement of Science's Project 2061 themes, particularly materials and energy, and can be taught in 1 year or spread through 4 years. The mathematical level of students will be enhanced in accordance with the National Council of Teachers of Mathematics Standards. A constructivist approach and the use of cooperative grouping strategies are incorporated in the curriculum design. Students will be able to recognize and begin to understand broad unifying concepts of physics and technology, to gain an appreciation of science as a process, to apply the concepts to realistic problem-solving and decision making activities, and to identify and evaluate personal and societal impacts of technology. The materials are developed by teams of scientists and high school teachers with support from cognitive scientists, curriculum experts, and technology educators. Teachers are provided with the knowledge, skills, and support to make effective use of the materials. **** Engineered Environment Laboratory Curriculum Developer: Iris Metts Paul Devine Catherine Houhgton Christina School District 83 East Main Street Newark, DE 19711 (302) 454-2000 Publisher/Distributor: TIES Magazine Trenton State College 103 Armstrong Hall Trenton NJ 08650 (609) 771-3333 Date Available: 1997 est. This project develops, an interdisciplinary curricula and materials based on an Engineered Environment Laboratory. The materials provide instruction and guidance to students for recreating a local habitat. The habitat, which is to be developed in Delaware, interfaces a temperate hardwood forest with an old-field agricultural system and a freshwater marsh. This habitat serves as an experimental laboratory for the development of hands-on activities and experiences that enable students to become aware of the role of wetlands. The proposed activities also provide the necessary background for them to make informed decisions regarding the future of this critical habitat. Materials produced from this project include a generic curriculum development framework and instructions for the development of an engineered environment laboratory appropriate equally to other environments such as deserts and grasslands. Materials are designed by teachers in cooperation with the University of Delaware Instructional Technology Center. **** Applications/Reforms in Secondary Education (ARISE) Developer: Solomon Garfunkel Consortium for Mathematics and Its Applications (COMAP) 57 Bedford Street, Suite 210 Lexington, MA 02173 (617) 862-7878 Publisher/Distributor: Please Contact Developer Date Available: 1998 est. This project produces a three year secondary school mathematics curriculum. This curriculum consists of a 9-11 core which is application and modeling based. Materials incorporate computer and calculator experiences, a video applications library, appropriate assessment instruments as well as teacher manuals. The materials are developed by the project staff, by a 30 member writing team including many high school teachers, and with assistance from the Educational Film Center, Rutgers University, the University of Wisconsin at Madison, and the Freudenthal Institute of the Netherlands. **** Development of an Effective Decision-Skills Curriculum for Secondary School Students Developer: Robin Gregory Donald MacGregor Decision Science Research Institute 1201 Oak Street Eugene, OR 97401 (503) 485-2400 Publisher/Distributor: Please Contact Developer Date Available: 1996 est. Improvement of the decision-making skills of secondary school students is an important component of the education reform movement. It is also a component in the education of workers for a competitive workforce. The materials strive to integrate decision skills with subject-based material. Students assume the role of active decision makers faced with problems confronting scientists. They learn how to interpret conflicting outcomes, to understand sources of uncertainty, to know when to go ahead despite a lack of information and when it is necessary to seek out additional information, and to distinguish personal from professional values and know how best to work with a team of colleagues possessing diverse skills. The project is undertaken with teachers in Eugene, Oregon, and other locations. Results to date indicate that students and teachers find the materials engaging and that learning science becomes more relevant. The materials include discipline-specific modules, which link decision-making skills and which serve as an introduction to both the science and the decision-making, and a decision-skills handbook and video for teachers to see how to augment traditional science teaching. **** Priming the Pump: Connected Geometry Developer: Albert Cuoco Education Development Center (EDC), Inc. 55 Chapel Street Newton, MA 02101 (617) 969-7100 Publisher/Distributor: Janson Publications 450 Washington St., Suite 107 Dedham MA 02026 (800) 322-6284 Date Available: 1996 est. This project develops a set of curriculum materials and accompanying teacher-support materials that use geometry to bring a culture of mathematical exploration into the classroom and to interconnect students' experiences with various parts of mathematics. The materials, which rely heavily on existing geometry software and hands-on activities, include: (1) a library of student activities designed so they can be used to form coherent units addressing specific content and themes; (2) a Curriculum Map Maker designed to help teachers select activities and sequences of related activities, ranging from extensions of existing geometry courses to completely new courses; and (3) a Self-Guided In-Service Package to help teachers learn to make effective use of the toolkit and to explore the new models of teaching embodied in the activities. The activities are designed to foster students' development of mathematical ways of reasoning, analyzing and communicating, to link geometry to science, technology, art and other areas of students' experience, and to link geometry to important ideas in other areas of mathematics including algebra, analysis, number theory, and linear algebra. **** High School Mathematics Courseware: Utilizing Real-World Problem-Solving to Teach Mathematics Developer: Thomas DeRose Envision Interactive 504 Briar Road Bellingham, WA 98225 (360) 676-7145 Publisher/Distributor: Please Contact Developer Date Available: 1997 est. The preparation that students receive in kindergarten through grade 12 and college is no longer adequate to sustain our nation's superiority in mathematics, science, and technology. A major educational reform is essential. The National Council of Teachers of Mathematics (NCTM) Curriculum and Evaluation Standards provide excellent direction for changes in mathematics education and have inspired the development of this real-world problem-solving high school mathematics courseware. With this courseware, teachers can base their instruction on real-world problems to be solved using mathematics and provide their students with the power of computing technology to do so. The courseware consists of (1) a set of 60 simulated real-world problems that require practical solutions; (2) a set of 15 mathematical, measurement, and data-collection computing utilities; and (3) a teacher guide. Students are invited to explore problems, implement problem-solving strategies, apply the appropriate mathematical concepts, select and apply the computer utilities they think are appropriate, and determine whether or not the problems have been adequately solved. This courseware is available in CD-ROM-based multimedia as well as videotape and stand-alone computer software. **** West Hawaii Explorations Academy: A Center for Integrative Secondary Curriculum Development Developer: Bill Woerner Konawaena High School P.O. Box 689 Kealakekua, HI 96750 (808) 323-3808 Publisher/Distributor: None Date Available: 1999 est. This project establishes a secondary educational facility which differs fundamentally from traditional classroom education. The West Hawaii Explorations Academy is an operational project and work experience laboratory for secondary students, and serves as a Center for integrative curriculum development and teacher training. The project is headquartered at the Natural Energy Laboratory of Hawaii, a state funded incubation facility for scientific research and commercial operations in aquaculture and energy development. Approximately one hundred thirty three 10th through 12th grade heterogeneously selected students, including high-risk students, work and study full time throughout the school year. Students team with peers, staff, University of Hawaii faculty and students, graduate students, mentors, community members, and employers. Rather than attend classes, students receive credit for all of their core courses by managing and staffing a wide variety of projects. These include aquaculture and cold water agriculture research and production, alternatively-fueled vehicle research, environmental projects, aquarium site development, desalination, alternative energy development, sustainable research, and marine environments. While engaged in project work, they take modules in Records / Business / Finance/Media /Publications, Research Support, Facilities, Leadership and Reading/Writing. The project's vision is to form a partnership with a research laboratory, a university and the community to develop a new model for education with the following goals: a) enhance the prospect that students, including high risk youth, go to college or be employed; b) encourage inservice teachers to adopt an integrative teaching style; c) develop pre-service teachers who can implement an integrative program and modify the curriculum for high risk students; d) increase the science, math and engineering expertise available to students; e) serve as a national model program in expanding education beyond the walls of the classroom and attract community and university resources; and f) prepare and distribute a collection of exemplary materials with national scope which promote and facilitate integrative education at the secondary level. An external evaluator carefully documents project activities and student outcomes so the results can be disseminated to the profession. **** Manufacturing Technology Learning Modules: Integrating Mathematics and Technology Education Curriculum Developer: Donald Esterling Microcompatibles, Inc. 301 Prelude Drive Silver Spring, MD 20901 (301) 593-3244 Publisher/Distributor: Please Contact Developer Date Available: 1996 est. This project develops materials that are used with existing computer-assisted design software, developed by Microcompatibles under a National Science Foundation Small Business Innovation Research grant. The materials are designed to motivate the study of mathematics in a technological context. The software creates a block on the screen; the block can be cut and drilled to make a part by using easy-to-learn commands. The student sees the part being cut on the screen and can zoom in and measure different areas of the part. Once the instructions for cutting have been completed, they can be sent by network or modem to a shop in which the part is actually made and sent to the student. This helps students learn three-dimensional visualization and integrate technology and math curricula. **** Materials World Modules Developer: Robert Chang Northwestern University Materials Research Center 2115 North Campus Drive, Annenberg Hall G01 Evanston, IL 60208 (708) 491-5706 Publisher/Distributor: Please Contact Developer Date Available: 1996 est. The "Materials World Modules" constitute a series of materials science and technology kits designed to supplement existing mathematics and science curricula in high schools. The modules close the gap between frontiers of research and science in classrooms, providing open-ended experiences for both students and teachers. Nine modules cover basic materials systems, materials and society, and materials conservation and the environment. The modules provide students with hands-on experiences in design, synthesis, and evaluation of materials. The concepts of mathematics and science are reinforced in the application of materials science and technology to product development and manufacturing. Each module includes a self-contained experimental kit, teacher and student manuals, a videotape showing how experiments are conducted¾including safety instructions¾and a software package for data analysis and further modeling of the experiment. The products are developed by professors in the Materials Research Center at Northwestern working with educators and high school science, mathematics, and technology teachers. **** Technology for Science I Developer: David Crismond TERC 2067 Massachusetts Avenue Cambridge, MA 02140 (617) 547-0430 Publisher/Distributor: Please Contact Developer Date Available: 1996 est. A series of design challenges is developed to motivate high school students of all abilities to study science in the context of practical problem solving. Students research, design, construct, and evaluate solutions to practical problems that intrigue them. The challenges draw on information from across the range of traditional science topics. Solutions arise from group discussion and information analysis. These materials augment and consolidate science learning and, more importantly, generate process and practical skills, which are transferable to other circumstances. Such practical skills include team work, information gathering and processing, evaluation, and application of knowledge to practical situations. Sample assessment strategies for working with groups of students of diverse abilities are developed. To help teachers and students find feasible solutions, a "Source Book" is produced. In addition, a teacher resource guide, suggesting sources of materials, giving technical advice, and linking the challenges to science topics, is provided. **** Design and Technology for Science Developer: Jack Lochhead TERC 2067 Massachusetts Avenue Cambridge, MA 02140 (617) 547-0430 Publisher/Distributor: Please Contact Developer Date Available: 1998 est. Building on the successful development of four challenge-enhanced, replacement science curriculum units for grade 9-12, the aim of this project is to create and publish 12 units that use design challenges while still emphasizing the learning of science concepts. Design and Technology for Science includes challenges that involve biology, physical science, physics, integrated sciences, and technology education topics. The curriculum focuses upon selective process skills: information-gathering, designing, and planning and conducting experiments. The units address national standards and teach integrated science-technology in a work-related context useful both in academic and vocational programs. The units can be used flexibly by teachers who are creating science and technology courses and by technology education teachers who want to experiment with open-ended, constructivist-based materials that emphasize the acquisition of science concepts. Optional low technology activities support the use of microcomputer-based laboratory equipment in the classroom as well as the use of graph-generating spreadsheets to collect and display data. Thus, students take on the role of scientists and engineers as they experience hypothesis generating-testing and design cycles in real-world settings, and engage in tasks that integrate a wide range of scientific and technology-oriented skills and concepts. **** Professional LINKS Project Developer: Keith Finkral Ronald Todd Trenton State College School of Technology 103 Armstrong Hall Trenton, NJ 08650 (609) 771-3333 Publisher/Distributor: TIES Magazine Trenton State College 103 Armstrong Hall Trenton NJ 08650 (609) 771-3333 Date Available: 1998 est. Instructional materials that integrate mathematics, science, and technology education are greatly needed. This project produces several instructional packages for secondary school students; the packages are consistent with the standards from each of the disciplines. They are developed in a collaborative effort among teachers, subject specialists, and practitioners from science and industry. Local and national support is available to help teachers and groups of teachers use the materials. The products include: the units, teacher guides for use of the materials, and support via electronic means. Themes to be engaged include: science and technology of sports, biotechnology, music, and fire-prevention and control systems. **** Agriculture-Based Secondary Mathematics Project Developer: Jack Robertson Michael Kallaher Washington State University Department of Mathematics Pullman, WA 99164 (509) 335-3142 Publisher/Distributor: Consortium for Mathematics and Its Applications (COMAP) 57 Bedford Street, Suite 210 Lexington MA 02173 (617) 862-7878 Date Available: 1996 est. Classroom ready materials on agriculture related mathematics are developed by a team of authors consisting of eastern Washington secondary teachers, Washington State University professors, and non-academic members of the agriculture industry. The materials are designed to supplement existing secondary mathematics classes and include student work pages, computer exercises, cooperative learning projects and a video tape informing students of the important role of mathematics in agriculture. Some material is written to include parental involvement. *******************************************************************************************************************